Group Discussion Models: Stimuli to Thinking

Group Discussions are key to a productive influx of new ideas and enhancement of mutual cooperation to bring up a more holistic output relevant to the context, stimulating thinking skills of all those part of the group, and thus blending the final innovation into a worthy project juxtaposed with credibility.


 


Group Discussions : stimuli to thinking

However, in order to cater to the needs of a particular group, it is highly imperative that the designs and patterns of groups be in coherence with the typical composition of the group; thus, catalyzing the overall progress. Too complicated to understand? In simple words: Groups need to be arranged such that the members of that particular group well adapt to its structure and acquire an encouraging environment to think, communicate, share, learn, participate and interact with others- all of which are essential components of any sort of education or critical analysis.

 

Following is an innovative plan (adapted from Jaques, 2004) to various architectural guidelines on different types of groups that one can arrange for suitable audiences:

 

Round Table Discussion:

Each member has a brief time period (eg. 1 min) to express himself on a subject. Discussions can be sequential by moving in one direction but it is far more interesting for the first speaker to choose the second speaker at random and so on. A ball can be used by tossing it from one person to the other (with the understanding that no one can speak twice in a row)
 

 

 

 

 

Simultaneous Discussions in pairs:

Usually applied in large group, members discuss their partner and come to their own understanding of the subject. This strategy assists learners to express any difficulties they may be facing but do not wish to share with the entire group. May also serve as an ice breaker with each pair introducing his partner to the group!

 

 

 

 

 

 

Discussions in progressively larger groups (avalanches):

Discussions in pairs easily widens by doubling progressively so that increased group interaction develops. The complexity of the tasks/questions should only gradually maximize in order to avoid fatigue, boredom and repetition. It ends in a circle with all the participants.

 

 

 

 

Circle within Circle:

The arrangement can be compared to a fish-bowl! And it is better undertaken without an instructor generally. The working of the two circles is different: The outer circle observes the inner group who are aware of being observed. The inner group conducts a cognitive activity (e.g: discusses a task to reach a  consensus) , while the outer group remains silent and keep notes on the inners’ communication process( how arguments are raised, if someone develops leadership in absence of an instructor, if discussion norms are followed, if someone is reluctant to speak out, how is the tone and atmosphere of the discussion: informal, formal, argumentative, polite, hostile, scientific. At the end, the outer group gives feedback, and during this period the inner group listens. Note that this technique is very effective when applied on a two different sectors in terms of age, nationality, stance, ethnicity, concentration etc, as it provides a platform to ‘listen’ and then respond- and transform paradigms.

Try them out; experiment, and do provide feedback as to how effective the technique was. Shall there be anymore worth sharing, feel free to post in the comment box!

Follow me on Twitter@ Aalishahbaz

Reminiscence: Of Environmental Education and Sustainable Thinking

We are all aware what Environmental Education is, but just for an ironically hypothetical initiation Environmental Education –for me- is , unlike formal schooling, a diverse spectrum of Informal, non-formal, and even, Formal education that deals with the mass-consciousness of your own surroundings and permeates within the certainty of awareness, critical thinking and exposure of the dynamics of linking yourself with the environment and vice versa.

The Tbilisi Declaration stated, “A basic aim of EE is to succeed in making individuals and communities (understand) think about the complex nature of natural and the built environments resulting from the interaction of their biological, physical, social, economic and cultural aspects, and acquire the knowledge, values, attitudes, and practical skills to participate in a responsible and effective way in anticipating and solving environmental problems, and in management of the quality of environment.”

So that was more of a theoretical part of my blog; Now the question is- When does thinking start? What is the stimulus? How is thinking directly linked to EE, and that to Sustainable Development?

Thinking is an inherent ability to analyze, interpret and at times, innovate the contextual reality; it is by far the best possible ability that could be connected with ingenuity and co-creation. Where does EE stand, then? As a catalyst! Yes, it is; the world around us has its patterns of development; models of growth and architecture of cultures and societies with altered lifestyles, at times conventional , too. But everything vibrates around the awareness- both conscious and unconscious – of EE, since we ourselves are the environment and every single act, every touch, feel, sound, smell , and taste remains part of our environment; thus, all and every consequential reality around us that we are aware of is a direct resultant of the existence of Environmental Education.

Why do farmers actually know when to sow the seeds and the time for harvest? Why do kids as young as the age of seven would know that drinking stagnant-precipitated water is hazardous to health? How did the indigenous all around the globe possess a wealth of wisdom in terms of herbal medicinal usage? Did they learn this at school? At a college, or in a post-graduate program? No, not at all!

This is Environmental Education! It is a stimulus for thinking and connects a society to equity, balance, rationality, and sustainability by the apt provision of pertinent tools- knowledge, lessons, model, wisdom- to ensure continued livelihoods and inter-generational justice.

At this point in time, it would be rational to categorize the objectives for social groups in terms of EE as follows:

• Awareness: to assist them acquire sensitivity to the environment and the issues associated with it;

• Knowledge: to help them gain a variety of experience in, and acquire a basic understanding of, the environment and its associated problems;

• Attitudes: to assist them acquire a concept of thinking for environment, and a motivation for proactive participation in environmental conservation;

• Skills: to assist them acquire the skills for identifying and solving issues that they trace and think of;

• Participation: to provide them with an opportunity to be actively involved at all levels in working towards a resolution of environmental issues at hand.

Fundamentally, in the framework, three primary dimensionalities of EE were identified and developed:

·        Education about the environment: is focused on cognitive aspects, concerned with the acquisition of knowledge and understanding of environmental issues.

·        Education in the environment: refers to the outdoor scenery or environmental setting, both natural and anthropogenic, as the means in which development of knowledge, skills, and feelings is taking place spontaneously through experience, this dimension of EE stimulates interest, recreation and thinking!

·        Education for the Environment: refers to the personal motivation and sense of responsibility which results from the development of a personal environmental ethic.

There is a lot to discover, to know and to think about, and more significantly, to think sustainably.

Undoubtedly, this remains a preface of what is to come; up next in line: Blogs on ESD, Youth Advocacy, Climate Change, Social Security and much more.

(Reference to factual data: Education for Sustainable Development in Biosphere Reserves and other designated areas- A publication 2013
Photo reference: blog.taigacompany.com 
www.corporateknights.com ) 

ANWR: A Poster-Child for Environmental Exploitation!

ANWR Drillings is a matter of heated debate ranging from environmentalism at one end to the greed of economic empowerment on the other.  Before the actual conclusion could be reached, it is imperative to understand the overlaying theme of the ANWR Drilling; a case in contemporary times that embraces political friction, economic race, and environmental catalysts.

Geographic location of the ANWR Sites

The ANWR sites in Alaska are predicted to contain untapped fossil fuel resources that are beams of hope to instill a culture of robust economic growth and resource consumption; it could lead to greater production of fuel, and thus energy, making Alaska independent - of foreign dependency- boosting its employment potential, and leading to a developed infrastructure. That remains the argument for those who support the project. It is also cited that tapping these oil wells would equate to a 35% increase in new jobs, 21% increase in annual revenue for the first three years and an amazing 37% increase in state revenue in the next seven years. This provides a wave of gravity to pro-economic growth lobbyists who believe that it is fundamental to use your resources to lessen dependence on regions like Middle East, for something as significant as petroleum.

Political Cartoon reflecting Washington's priorities

However, let us realize that in the present world, our interactions with the environment and with its resources in particular is very complex. Our patterns of production and consumption have been accentuated to the extent that we have crossed our planetary boundaries set by nature. Drilling the ANWR Sites might possibly be such a case as well- a future poster-child for economic greed with the environment at stake. Excavations at the ANWR site are linked to multiple transgressions of sustainability. Research predicts that over 32 % of the wildlife would be displaced within seven months of the drilling; 7 major habitats and wildlife spheres are subject to implications of land degradation, contamination, devastation. The serene Alaska that we know now might transform into a massive replica of oil-powered economies like that of the UAE, Qatar, and Saudi Arab.

It is time that we realize our existence in the anthropogenic world we breathe in; we must value our resources rather than "business as usual" of depleting them, exploiting them, sucking them. Resources like that of petroleum are non-renewable - once used, we might never have access to them again. This violates the theory of intergenerational justice and equity. Our standards of living might end up complete depletion of these historic wells in a matter of decades, or even years. This remains very subjective as a question: is it worth it? How long will it last? Will the benefits surpass the losses? The answers, unfortunately, are as divided as the ideological differences. Some theorists quote that these oil wells are an endless 'source of black gold'. While other, more rational and theoretically sound advocates of environment support that the time span as to how long will these reserves last is very uncertain. It could contain enough oil to sustain generations of people; however, our current populace might end up using all of it ten times faster than expected, which is largely attributed to our increasing quality of life and dependence on energy. Some also argue that the amount of oil may not at all be worth the digging and landscaping; it will totally devastate forests, and habitats, and might lead to a lower exponent of biodiversity- an indispensable loss.

Is this the Future We Want?

Climate Change remains another red-flag; our rising consumption of fossil fuels has rendered large-scale climatic hazards which will maximize its frequency and impact in the later years if the current trends of greenhouse emissions continue. Instead of the digging, the same capital could be invested in renewable energy resources such as Solar, Wind, or even Geothermal, to boost interest in green-eco friendly energy, which is sustainable. 

 ANWR drilling: is it an option we can opt for should we desire a more equitable approach to solving our issues?

Spice of Life: A Glimpse of my Cultural Exchange

This time I feature the Spice of Life as a short glimpse of my Cultural Exchange Experience in the 'Land of Opportunities', the United States, as a Pakistan Youth Ambassador:

With my American friends!
(I'm wearing in my traditional attire: Shalwar Kameez)

Being part of the prolific exchange experience has been both a privilege and a challenge, but more profoundly, an opportunity to understand 'people' and their lifestyles. Initially thrilled by the entire concept of ''cultural exchange'', I later realized that we as individuals are much more coherently related to each other. Our differences exist, and rightly so, because of our values and beliefs. But even more highlighted are our common issues that link and connect us, defying concepts such as nationality, race, religion, and creed. This very year has been an eye opener; it has been a communicator of our 'common but differentiated responsibilities' and that no matter how distinguished our lifestyles may be, we are at the end of the day, jointed together by similar priorities, similar feelings, and similar expectations.

United States has been welcoming of me, and precisely, has been able to extend its warmth to an ambassador like me. With such a high exponent of diversity in this country, it was not surprising to see that mutual coexistence exists wonderfully in an American Society. This inspired me. It inspired me to give back to this amazing community that I am now so proactively part of. One of the best ways I define is to engage in dialogue. A dialogue is not limited to the clichéd round table discussion we often relate it to; it could be as simple as a discussion on a lunch table or an informal chat squeezed between school timings. This remained one of my most powerful tools to represent myself, and my people, and to clear a substantial degree of misconceptions and/or stereotypes associated with my beliefs, my country. This exchange of ideas was more pronounced in the International Education Week when I organized various talks in my classrooms, trying to stimulate debate, discussion and sharing of viewpoints. Rather than a typical multimedia presentation, I took a step forward to engage students in surveys, in question-answer sessions, and in dynamic group works. The topics ranged from Pakistan's cultural traditions, its food, its festivals, topography to serious topics. It overwhelms we with elation to recall the keen interest my audiences had to know, to become aware, and to rationalize their own ideas with evidence.

My trip to New York City!

Be it in a church, in a high school classroom, or a career center, my presentations had one focal element in common: the curiosity of people to understand, and to listen to what I said. Their input, and viewpoints not only added to the discussion but also supplemented my own stance on various world issues. One of the proud moments remain my class' acknowledgement that after attending my seminar, their image and perception of Pakistan totally transformed. A student exactly quoted that " I personally perceived your country as a desert, as a land of missed opportunities with terror threats around the clock. The videos you just showed us of your dances, your food, your fashion shows, and your lifestyle are pleasantly surprising!" For me, this was a moment pedestalled on pride, and honor and respect of being listened to and being recognized for what you are trying to do: to make a positive change.

Another marked involved I have had is community service. I feel that American Society is pivoted on work ethic, communal involvement and individual responsibility and thus, giving back to the society via services is very essential. Ranging from teacher assistance, to acting as a waiter, to community service in local Church, to various other types of involvements, I have learnt that the essence of a harmonious society lies in inclusiveness and holistic initiative by its people. My contributions to the community might not have been magnanimously huge, but I am proud that they have had a positive impact of some degree on the people I have interacted with. For example, at one point I went to a full-day service to a local gathering of old people for a reunion; interacting with them, serving them with food, engaging in a conversation with them not only gave me personal satisfaction but has motivated me to get involved with such indispensable activities back home in Pakistan too, since it is this bonding between people that hold us together in times of adversity and gives us to cherish our accomplishments in times of achievement.

I believe that we often confuse quality with quantity. The impact we have accentuates only with time and space. And that I am confident that "A journey of a Thousand Miles begin with a single step". What we must not neglect is that the single step may possibly be the most powerful one!

PLAN NORD: A Unique Cooperative Model

This time, I feature a unique cooperative model- The Plan Nord: Project of a generation, offering a distinguished perspective of sustainable development and evolving now emerging as one of the biggest economic, social, and environmental projects in our time.

Although this may seem quite theory-dependent as a plan, I can testify that having met the representatives of The Plan Nord, at an international event some time back, the unprecedented amount of positive energy associated with the project absolutely reinvigorate your enthusiasm at having realized that the initiative is a prime contemporary example of sustainable resource management harmonized with equity-oriented economic growth.

Basic Environmental Initiative-Plan

The Plan Nord is to be a model of modern, sustainable, and harmonious development. It will make it possible to develop Northern Quebec’s natural resources while respecting the environment and its ecosystems and benefiting the people of the North and all Quebecers.

Prospecting to carry out over a period of 25 years, The Plan Nord will lead to over $80 billion in investments during that time and create or consolidate, on average 20,000 jobs a year! It is aspired to be an exemplary sustainable development project that integrates energy, mining, forest, bio-food, tourism, the development of wildlife and preservation of biodiversity- fostering development benefits of the concerned communities and Quebec as a whole, in a spirit of respect for cultural identities.

Ensuring Community well-being and development, The Plan Nord has comprised an innovative action-plan for the years 2011-2016, as a bridge to enhance the lifestyles of the communities juxtaposed with an effort to catalyze sustainability. The Action Plan is further divided into various sub-sectors inclusive of Education, Manpower, Housing, Health and Social Services, Culture, and Economic Potential which further categorizes into Energy, Mineral, and Forest Resources among other constituents. 

(Courtesy: Plan Nord: Highlights-2011, Government of Quebec, 

Photographs: Chevalier, Rouault, Wittenborn, Huard)

Rendezvous with the Seed Goddess: Dr.Vandana Shiva!

They say, people with inspiring personalities are contagious with their positive vibrations. Cannot be summed better!

Such was the case when I was seated honorably on a vast stage in a world-class hall, at the closing plenary of a prolific international event on Environmental Conservation held last month, seating over a thousand capable individuals- environmentalists, government representatives, leaders , journalists- and beside me sat an inspiring personality, radiant with humbleness, gratitude and a magnanimous determination to transform the world (something that she has very well done in her own capacities): Dr. Vandana Shiva!

My colleague from the United States, also among the audience, aptly described:

"On the stage sat three people, a spokesperson for the conference, a young gentleman (Ali Shahbaz) and a woman (Vandana Shiva) situated between them in a green sari with gold brocade trim and a light that radiated off her far more powerful than any stage light."

Dr.Vandana Shiva
ref: facebook fanpage

Dr.Vandana Shiva is an enthusiastic environmentalist, a trained physicist, a PhD researcher in Philosophy. Having authored over 20 books, she masters in the context of nature-conservation, concepts of globalization , and has a peculiar focus on agricultural issues, and food security. Amongst the vast plethora of knowledge and experience, she honored us all at having spared time out of her schedule and discuss the essentiality of Environmental Education (another synonym for "Sustainable Thinking!") as a toolkit to Rural-urban livelihood.

Sitting on her right, as a youth representative, I was awe-inspired at her meticulous eloquence, and the complex dimensionalities of her rational thinking. However, something that distinguished her from a usual key-note speaker was her warmth, spirituality, and the distinct ability to extend a wave of comfort and hospitality in a hall accommodating over a thousand people, and grasping attention as if she was conversing with each one of us at a "tea table!"

Her heart: It echoed.

She spoke with her inner-self, which became a bridge and a connection with us, mesmerizing the audience with each and every word of wisdom she uttered with absolute bliss and grace.

As for the content of her hour-long speech (which was ostensibly less than a minute!) was thought-provoking and questioned the dynamics of our societal structures, in an effort to stimulate awareness in a logical trance. Her words were pivoted on our agricultural architecture, and pointed out the dire need for realization that our primary sectors need to be protected. Ms.Shiva highlighted the linkage of this sector with the frenzy of rural and urban landscapes. She juxtaposed pertinent notions of food security, inter-weaving them with the inherent necessity of Environmental Education. Being in a strong opposition to GMOs and genetically modified crops, Ms.Shiva protested to the plight of both producers and consumers due to these 'artificial, plastic foods.' Her words stimulated us to re-think: what are our patterns of consumption? How do we judge the quality, let alone safety of our food? Ms.Shiva recalled her own experience in Europe where uniformity, and exact congruency in the size, shape, colour and texture of a fruit or vegetable was the sole criteria for it being sold in a super-market, and rightly so?

She questioned. And we answered in affirmative, unaware of our false perceptions. What was to follow: a shift in paradigm- Ms.Vandana expressed that these ideas are long obsolete! She convinced us to ponder for once as to what happens to the tonnes vegetables and fruits around the globe which do not pass the aforementioned futile criteria of uniformity, and exact similarity in appearance? A cucumber that is an inch longer than the standard size: dump it! A tomato that is of a slightly lighter shade of red: discard it! An apple not as ‘shiny’ as the consumer would want: throw it away! This is absurd. With all these famines, food scarcities, and malnutrition as recognized issues globally, are we suppose to ignore these disastrous patterns of thinking?

What she stated was enough to act!

At the Royal Dinner-From Left: Dr.Vandana Shiva; Her Royal Highness, the Princess; Ali Shahbaz(Me); Maathai of the Green Belt

Further, Ms.Vandana Shiva re-emphasized the significance of a minute mass of organic material that gives birth to life and is the origin of all livelihoods on this earth: A seed! According to her, a seed remains by far the most encompassing reality that proves Mother Nature, the "Gaya" as the master of all creativity. A seed, she reiterated, is symbolic of a transformatory phase of growth, elation and environmental harmony. Respecting 'the seed' will reciprocate the respect of nature, she quoted. Thus, experimenting and mutilating the genetic structure of this 'gift from nature' is a violation of the laws of conservation. Never has anyone had such an impact on me.

 Since then, I call her the "Seed Goddess!"

Highlights of Ms.Shiva's speech
ref:www.peacxpeace.org

Ms.Shiva discussed later a theme, which I refer to as 'The Operational Principles of Community Enterprise Approach,' underlying the implied efforts for mobilization and utilization of local resources, social capital, and participatory reformation, to empower the sectors of a community. Community engagement, and convenient governance, she pointed, is fundamental to institutional partnerships paving roads for confidence-building, capacity inculcation and empowerment for farmers, women, youth and the indigenous.

Even more, I am sincerely impressed at her sense of pride when it comes to the concept of cultural heritage, and traditions. She narrated avidly the incidents from her home-country, India's history that reflected the high status of local produce in the status quo, highlighting incidents such as Gandhi's Salt March, the Cotton-wheel as the national symbol, among other examples, and I as a proud Pakistani, having shared my history with India, am so delighted to explore similar commonalities in our roots and heritage! She instilled in me a feeling of unity and wholeness that remains unparalleled thus far- period.

Two thumbs up for her genuine approach!

THE MOMENT OF TRUTH...

At a concluding stage, I as a Global Youth Representative was given the prime opportunity to interview Dr.Vandana Shiva particularly concerning the role of youth in the global movements for sustainability and how she feels that the youth can act as ambassadors of social justice and agents of sustainable development. My questions were rounded on the thematic niche of the global evolution of humans, the fact that we are in a process of realizing the need of time that this is the 11th hour and we need to bring ourselves in a united globule of mass-consciousness. I inquired as to how our contributions can prove effective to further the cause of justice and environmental conservation.

Curious to answer, she articulately summed up in a comprehensive reply explaining that the "young generations are like dinosaurs, on the brink of extinction and that only YOUth themselves can shift the circumstances in the right way." She reasoned that it is time to create a vision for ourselves and to bring the power of Inter-Generational Justice in lime-light, to THINK sustainably, and carve ourselves into catalysts of change. She further responded, 'the youth are not a lost-generation. They are a new generation with a new perspective!" Having heard these words from Vandana Shiva, a realist, was an inherently accelerating motivation to my cause: youth advocacy.

Lastly, her words echoed in the hall when she sternly said:" Whatever we do , we must bear in our consciousness the repercussions our acts could have up till our 7th generations; if consequences are adverse, do not consider this act as worthy for execution."

Dr,Vandana Shiva's personality reflect Mahatama Gandi's famous quote, "
Be the Change you want to see in this world!"

Great to be in contact with Dr.Vandana Shiva @Twitter

This insightful meeting (read: rendezvous) with the fine lady was much more than a revelation.

I wish her all the best in her development ventures around the globe!

P.S: Should you want to directly get in contact with Dr.Shiva, feel free to write to me- I may be of assistance.

Follow me on Twitter@ Aalishahbaz

Group discussion Models: stimuli to thinking!

Group Discussions are key to a productive influx of new ideas and enhancement of mutual cooperation to bring up a more holistic output relevant to the context, stimulating thinking skills of all those part of the group, and thus blending the final innovation into a worthy project juxtaposed with credibility.

 

Group Discussions : stimuli to thinking

However, in order to cater to the needs of a particular group, it is highly imperative that the designs and patterns of groups be in coherence with the typical composition of the group; thus, catalyzing the overall progress. Too complicated to understand? In simple words: Groups need to be arranged such that the members of that particular group well adapt to its structure and acquire an encouraging environment to think, communicate, share, learn, participate and interact with others- all of which are essential components of any sort of education or critical analysis.

 

Following is an innovative plan (adapted from Jaques, 2004) to various architectural guidelines on different types of groups that one can arrange for suitable audiences:

 

Round Table Discussion:

Each member has a brief time period (eg. 1 min) to express himself on a subject. Discussions can be sequential by moving in one direction but it is far more interesting for the first speaker to choose the second speaker at random and so on. A ball can be used by tossing it from one person to the other (with the understanding that no one can speak twice in a row)
 

 

 

 

 

Simultaneous Discussions in pairs:

Usually applied in large group, members discuss their partner and come to their own understanding of the subject. This strategy assists learners to express any difficulties they may be facing but do not wish to share with the entire group. May also serve as an ice breaker with each pair introducing his partner to the group!

 

 

 

 

 

 

Discussions in progressively larger groups (avalanches):

Discussions in pairs easily widens by doubling progressively so that increased group interaction develops. The complexity of the tasks/questions should only gradually maximize in order to avoid fatigue, boredom and repetition. It ends in a circle with all the participants.

 

 

 

 

Circle within Circle:

The arrangement can be compared to a fish-bowl! And it is better undertaken without an instructor generally. The working of the two circles is different: The outer circle observes the inner group who are aware of being observed. The inner group conducts a cognitive activity (e.g: discusses a task to reach a  consensus) , while the outer group remains silent and keep notes on the inners’ communication process( how arguments are raised, if someone develops leadership in absence of an instructor, if discussion norms are followed, if someone is reluctant to speak out, how is the tone and atmosphere of the discussion: informal, formal, argumentative, polite, hostile, scientific. At the end, the outer group gives feedback, and during this period the inner group listens. Note that this technique is very effective when applied on a two different sectors in terms of age, nationality, stance, ethnicity, concentration etc, as it provides a platform to ‘listen’ and then respond- and transform paradigms.

Try them out; experiment, and do provide feedback as to how effective the technique was. Shall there be anymore worth sharing, feel free to post in the comment box!

Follow me on Twitter@ Aalishahbaz


References: Jaques 2004
Photo reference: www.mathrubhumi.com 
Group models photo reference : "A resource book for Educators in South-Eastern Europe and Mediterranean"